News Sheet 53 - European Association for Architectural Education

European Association for Architectural Education
Association Européenne pour l’Enseignement de l’Architecture
Secretariat AEEA-EAAE Place du Levant 1
Unité d’Architecture B-1348 Louvain-La-Neuve
tel ++32/10.451558 fax ++32/10.452809
http://www.aeea.be
NEWS SHEET
February/Février 1999
Bulletin 1/1999
53
Reports/Rapports
Computers in Design Studio Teaching – Introduction
Joint EAAE-eCAADe International Workshop in Leuven/Belgium, 13–14 November 1998
Les Ordinateurs et les Ateliers d’Architecture – Introduction
Workshop International AEEA et eCAADe à Louvain/Belgique, 13–14 Novembre 1998
In soliciting articles discussing the EAAE/eCAADe
Workshop in Leuven/Belgium in November 1998,
the editorial aim has been to touch upon the
spectrum of impressions and ideas inspired by the
topic "Computers in Design Studio Teaching". The
range of different topics presented mirrors the
range of backgrounds of the authors, yet among
this diverse group arises a certain consensus of
ideas about the status of computers within the
design studio. Lively discussion characterized the
workshop, indicating that the topic continues to
inspire debate and remains an open question for
the future of architectural education.
En sollicitant des articles au sujet de l’atelier
AEEA/eCAADe qui s’est tenu à Louvain (Belgique)
en novembre 1998, notre objectif était de donner un
aperçu de l’éventail d’opinions et d’idées inspirées
par le thème «l’ordinateur dans l’enseignement du
projet en atelier». Si la variété des sujets présentés
reflète la diversité des expériences des auteurs, il en
ressort toutefois un certain consensus quant au statut
de l’ordinateur au sein de l’atelier. La rencontre de
Louvain fut caractérisée par des discussions animées,
preuve que le sujet inspire toujours les débats et qu’il
reste une question ouverte pour l’enseignement
architectural de demain.
There were several points of consensus outlining
the status quo. In most architecture schools today,
computer education takes place in computer labs,
separated from design education in the studio.
Also discussed was the fact that computer skills are
necessary for architects to be competitive in the
job market, while design ability and knowledge of
history cannot guarantee reward in the profession.
However, the university must provide students
with a broad overview of the discipline of
Architecture and encourage interests outside the
scope of marketability.
Plusieurs points faisant l’objet d’un consensus
évoquaient le statu quo. Dans la plupart des écoles
d’architecture aujourd’hui, l’enseignement de
l’informatique a lieu dans des salles d’ordinateurs
séparées des ateliers où se déroule l’enseignement du
projet. Le fait que les architectes aient besoin de
compétences informatiques pour être compétitifs sur
le marché de l’emploi, alors que leurs qualités de
projeteur et leurs connaissances historiques ne leur
offrent aucune garantie de succès dans la profession,
fut également évoqué. Mais il n’empêche que
l’université ou l’école d’architecture doit donner aux
étudiants une vue d’ensemble de la discipline et
encourager les intérêts qui dépassent le cadre de leur
valeur marchande.
Numerous innovative ideas addressed in this
context, attempting primarily to integrate the
computers into traditional teaching. Team
teaching, presented in several examples, combines
computer instruction with design or research
projects devised by faculty from those areas.
Another deceptively simple idea was to change the
space planning in the architecture school, moving
continued on page 2
C’est dans ce contexte que de nombreuses idées
novatrices furent émises. Celles-ci visent
essentiellement à intégrer l’ordinateur dans
l’enseignement traditionnel. Présenté dans plusieurs
exemples, l’enseignement en équipe combine une
suite en page 2
Leuven
content/contenu
1 Reports
Rapports
8 Upcoming EAAE events
Imminent événements EAAE
10 Varia
Divers
11 Council information
Information de council
12 Calendar
Calendrier
Editor/Editrice
Anne-Catrin Schultz
Editorial Assistance
Robert Clocker
Thomas Fütterer
Images
Constantin Spiridonidis
Anne-Catrin Schultz
Reports/Rapports
Computers in Design Studio
Teaching—Introduction
Joint EAAE-eCAADe International
Workshop in Leuven/Belgium
13–14 November 1998
Les Ordinateurs et les Ateliers
d’Architecture—Introduction
Workshop International AEEA et eCAADe
à Louvain/Belgique
13–14 Novembre 1998
Information
The proceedings can be ordered at the
EAAE secretariat
Place du Levant 1
Unité d'Architecture
B-1348 Louvain-la-Neuve
(continued from page 1)
(suite de page 1)
computers out of the labs and into the studios.
Most educators share the concern that digital
presentations in themselves can detract from the
quality of the design project, distracting the
audience with colorful presentations. „Electronic
design studios" hope to involve the computer more
organically into the form finding process,
explicating structures rather than being a mere
representation technique. Integrating the computer
into design allows it to become a tool for learning
rather than a tool to be learned.
formation en informatique à des projets de
conception ou de recherche imaginés par les facultés
des disciplines concernées. Une autre idée à première
vue extrêmement simple consiste à modifier
l’organisation de l’espace dans l’école d’architecture
et à déplacer les ordinateurs pour les installer dans
les ateliers. Mais la plupart des enseignants
partagent l’inquiétude que des présentations digitales
puissent porter atteinte à la qualité du projet
architectural en distrayant les étudiants avec des
présentations colorées. Les ‘ateliers électroniques de
conception de projets’ espèrent, quant à eux, intégrer
l’ordinateur de façon plus organique dans le
processus de composition de formes. Celui-ci ne
serait plus confiné dans un rôle d’outil de
représentation, mais servirait à expliquer des
structures. Intégrer l’ordinateur dans la conception
du projet permet d’en faire un outil d’apprentissage
plutôt qu’un outil qu’il faut apprendre à utiliser.
Several papers concerned themselves with the state
of the art in computer visualization, examining
progress in the representation of material, light
and realism of an architectural work. Despite
impressive results in some of these examples, the
final result of much of student work leaves open
questions as to the application of these techniques.
The tool effectively creates its own aesthetic and
might require new methods of presenting design
ideas. Alternatively, further investigations learning
from and integrating traditional architectural
representation techniques might integrate the
computer into presentations without supplanting
the rich texture of the existing language of
architectural drawings.
Many students already begin their university career
with a broad knowledge of computer applications,
so building up on that knowledge they can reach a
very high level of application very quickly. Early
confrontation with computers and highly
developed software enables students to concentrate
on the design and building process of their
projects rather than struggling with the tool itself.
The workshop did engage numerous essential
questions regarding “Computers in Design Studio
Teaching” and encouraged further research about
the interaction between design processes and
computer applications. After years of discussion as
to whether the computer is useful in architectural
design at all, a fruitful discussion finally takes place
on how digital media and methodologies can be
integrated to their full potential. •
—Anne-Catrin SCHULTZ
De nombreux étudiants entament leur carrière
universitaire en possédant déjà de bonnes
connaissances en informatique. Ils peuvent donc, en
s’appuyant sur celles-ci, atteindre très rapidement un
niveau d’application très élevé. Une confrontation
avec l’ordinateur et des logiciels très performants dès
le début de leurs études permet en effet aux étudiants
de se concentrer sur les processus de conception et de
construction de leur projet plutôt que d’essayer tant
bien que mal de maîtriser l’outil lui-même.
De nombreuses questions essentielles relatives à
«l’ordinateur dans l’enseignement du projet en
atelier» ont ainsi été abordées lors de l’atelier de
Louvain, qui fut très encourageant pour les
participants désireux de poursuivre des recherches sur
l’interaction entre les processus de conception du
projet et l’application informatique. Après des années
de discussions focalisées sur l’utilité de l’ordinateur
dans la conception de projets architecturaux, l’atelier
offrit enfin l’occasion de mener une discussion
fructueuse sur la façon d’intégrer celui-ci tout en
tirant parti de son potentiel. •
Art Deco in Belgium
News Sheet 53 February/Février 1999
Plusieurs articles se sont intéressés aux
développements les plus récents dans le domaine de
la visualisation par ordinateur et ont examiné les
progrès enregistrés dans la représentation des
matières, de la lumière et du réalisme d’un travail
architectural. Malgré les progrès impressionnants
réalisés dans certains de ces domaines, le résultat
final de nombreux travaux d’étudiants laisse une
série de questions ouvertes quant à l’application de
ces techniques. L’outil crée en réalité sa propre
esthétique et pourrait nécessiter de nouvelles
méthodes de présentation d’idées de projets. Par
ailleurs, des recherches complémentaires intégrant et
tirant profit des techniques de représentation
architecturales traditionnelles pourraient donner une
place à l’ordinateur dans les présentations, sans qu’il
ne vienne supplanter la texture riche du langage
existant des dessins d’architecture.
2
Reports/Rapports
Castle(s) in the air
Château(-x) en Espagne
The EAAE/eCAADe Workshop “Computers in
Design Studio Teaching” was held in the medieval
Arenberg Castle at the School of Architecture of
the Catholic University of Leuven (KUL), a building which nicely contrasted with the theme of the
workshop. The event, chaired by Herman
Neuckermans (KUL), lasted two days.
The first day began with Gerhard Schmitt’s intriguing keynote talk on shared authorship. It was
interesting to see this theme illustrated by the
virtual projects of his students, but also by the
castle in which the workshop was held. Over the
years, many different designers, from anonymous
medieval men to contemporary studio teachers,
have left their mark on the building.
In the ensuing sessions, teachers from all over the
world presented various approaches to teaching
CAAD, both in and outside the studio. Their short
presentations were followed by questions and critical feedback from the audience. A list of dualities
offer a brief characterization of the discussions:
analogue versus digital, bodily versus mental,
paperless versus traditional, sexy versus sterile,
theoretic versus pragmatic, and finally ‘and… and’
versus ‘either…or’.
My general impression of the workshop was that
we need a better understanding of the essence and
intrinsic quality of design studio teaching. Such
understanding would enable a more profound
assessment not only of how the studio is affected by
computers, but also by other potential ‘intruders’ in
the future. At present, many presenters tended to
ascribe possible drawbacks of their approach to
reluctant directors, restricted budgets, rigid curricula, or other external culprits. Guillermo Vasquez
de Velasco challenged the audience to ignore these
restrictions for a moment and to start building
castles in the air by asking, “Where would we teach
CAAD in Wonderland?” Perhaps an interesting
theme for the next workshop.
In the closing session, the organisers and in particular Benjamin Geebelen were thanked, after
which the official part of the workshop came to an
end. The afternoon excursion took us to Brussels,
where Luc Verpoest (KUL) showed us inside three
of Victor Horta’s finest Art Nouveau buildings. The
light and warm interiors provided a welcome relief
for the dark and rainy weather outside. After a
drink in a café on the Grand Market, the workshop
participants left wet and – according to what we
have heard – satisfied. The locals resumed teaching
CAAD on Monday, full of ideas to improve their
course, but for the moment too tired to put these
into practice. •
—Ann HEYLIGHEN/University of Leuven
Le workshop ayant comme sujet ‘les ordinateurs et les
ateliers d’architecture et organisé conjointement par
l’AEEA et l’ECAADE, au département d’architecture de la
K.U. Leuven en Belgique. L’école a son siège au château
d’Arenberg, d’origine médiévale, ce qui contrastait
agréablement avec le sujet réunissant les quelques 60
participants. Le workshop, présidé par Herman
Neuckermans (K.U.Leuven) s’étalait sur deux jours.
Le premier jour fut amorcé par Gerhard Schmitt (ETHZ)
avec une présentation invitée sur les projets faits en
collaboration avec plusieurs auteurs de part et d’autre du
globe. Ce thème fut illustré de manière intéressante, non
seulement par les projets virtuels élaborés par les
étudiants, mais il était - et il est - en fait aussi très visible
et lisible dans l’architecture du château d’Arenberg, qui
porte les traces de multiples adaptations tout au long des
siècles et cela même jusqu’à nos jours.
Computers in Design Studio Teaching
Joint EAAE-eCAADe International
Workshop in Leuven/Belgium
13–14 November 1998
Les Ordinateurs et les Ateliers
d’Architecture
Workshop International AEEA et eCAADe
à Louvain/Belgique
13–14 Novembre 1998
Dans les sessions suivantes des enseignants de plus de 15
nationalités présentaient leur approche pédagogique de la
CAO dans leur atelier. Chaque auteur a eu l’occasion de
faire une brève présentation, après quoi un temps
considérable fut réservé à la discussion. Décrire chaque
session plus en détail nous mènerait au delà de ce bref
commentaire, mais la plupart des discussions se résument
en deux mots: analogue versus digital, corporel versus
cérébral, paperless versus traditionnel, sexy versus stérile,
théorique versus pragmatique, et en fin de compte ‘ et…et’
versus ‘ou…ou’.
L’impression générale que le workshop m’a laissé, est que
dans notre compréhension de la pédagogie de l’atelier
d’architecture il nous manque encore toujours de
profondeur. Cette compréhension est pourtant nécessaire
afin d’évaluer l’influence des ordinateurs et - plus tard d’autres intrus possibles sur cette pratique. Plusieurs
intervenants s’efforçaient d’attribuer les points faibles de
leur expérience au directeur hésitant, au budget restreint,
au curriculum rigide, à d’autres coupables externes.
Guillermo Vasquez de Velasco suggerait à l’audience
d’oublier un moment ces contraintes et de s’imaginer
comment ils enseigneraient ‘la CAO dans le pays des
merveilles’? Serait ce un thème interessant pour la
prochaine édition de ce workshop?
Dans la session de clôture, tous ceux qui avaient contribué
à la réussite de ce workshop furent remerciés et tout
particulièrement Ben Geebelen en tant qu’auteur de tout ce
qui s’est fait sur support informatique pour ce workshop.
L’excursion du samedi après-midi nous a mené à Bruxelles,
ou Luc Verpoest (K.U.Leuven) fut notre guide dans trois
des plus belles oeuvres Art Nouveau de Victor Horta. Les
intérieurs chauds et reconfortants furent très fortement
appréciés par le temps froid et pluvieux qu’il faisait. Après
avoir bu une dernière bière au ‘Roi d’Espagne’ sur la
Grand’ Place, les participants prirent congé, tout mouillés
qu’ils étaient, mais – comme nous avons pu l’entendre par
la suite – bien satisfaits. Pendant ce temps les marins de
bord se preparaient déjà au cours de CAO du lundi matin,
plein d’idées sur ce qui devrait changer, mais beaucoup
trop fatigués pour déjà s’y mettre. •
—Ann HEYLIGHEN/University of Leuven
3
News Sheet 53 February/Février 1999
Reports/Rapports
Computers in Design Studio Teaching—Impressions
Joint EAAE-eCAADe International Workshop in Leuven/Belgium, 13–14 November 1998
Les Ordinateurs et les Ateliers d’Architecture—Impressions
Workshop International AEEA et eCAADe à Louvain/Belgique, 13–14 Novembre 1998
Computers in Design Studio Teaching
Joint EAAE-eCAADe International
Workshop in Leuven/Belgium
13–14 November 1998
Les Ordinateurs et les Ateliers
d’Architecture
Workshop International AEEA et eCAADe
à Louvain/Belgique
13–14 Novembre 1998
It was not the first time the two associations met,
the last official encounter, however, was a decade
ago, in 1987 at the ETH Zürich. Thus it seemed
reasonable for the Zurich Gerhard Schmitt to open
the event by delivering a keynote. In addition to
the well-known virtual-design–studio-projects
“Phase(x)” and “Fake space”, his activity as vicerector for resources and personnel at the ETH
surely is notable: within the framework of the
large-scale project “ETH World”, a so-called
simulation-dome is to be installed to be used in an
interdisciplinary manner (planned investment
volume approximately $1 billion US).
The workshop, attracting more than 50
participants was, well attended. Kasteel Arenberg,
the exclusive residence of the Leuvener
architectural education, provided a stimulating
environment. The remarkable dialogue-awareness
in every sphere of the workshop was of great
significance. Computer facilities are no novelty at
any center of architectural education; however,
integration of digital media within the design
studio is still regarded as impractical in many
institutions.
Some architectural education sites tend toward
fragmentation within the curriculum. This
condition also applies to the teaching staff
representing the specific field of study with great
authority and emphasis to the outside. Financial
concerns are of great importance in this respect:
assignment of several specialists within a computersupported design studio amounts to additional
expenses (above additional equipment costs) when
the specialists involved carry no additional
assignments.
As design studios remain intensively focused
center points of architectural education, it makes
sense to emphasize the sharing of man-to-machine
resources over increasing distances. Some hints in
this direction may be open and distance learning,
videoconferencing, and so on.
Should CAAD-teaching in the design-studio
concentrate primarily on the training of skills, or
should it be integrated into the complete
performance range of the studio? The evolution of
didactic principles for CAAD-implementation
throughout the architectural education remains
and incomplete process. In order to meet the
promising requirement of an “improved design
result”, “evidence” must doubtlessly be issued.
Kasteel van Arenberg
News Sheet 53 February/Février 1999
4
Ce n’était pas pour la première fois que les deux
associations se sont rencontrées, mais la dernière
rencontre a eu lieu il y a plus d’une décennie, plus
exactement à 1987, à l’ETH de Zurich. Il était donc
évident que le Zurichois Gerhard Schmitt ouvrirait la
conférence par la présentation des projets virtuels
d’atelier d’architecture «Phase(x)» et «Fake-spaceƒ».
Mais ce n’étaient pas seulement les projets qui
interéssaient le public, mais aussi le fait que Gerhard
Schmitt est vice-recteur de l’ETH et donc responsable
des resources et du personnel. Nous avons ainsi
compris que dans la cadre d’un mégaprojet intitulé
«ETH World» l’ETH envisage de mettre sur pied un
soi-disant «Dôme de simulation» (budget envisagé
environ 1 billion $) dont l’utilisation sera
pluridisciplinaire.
Plus de 50 personnes participaient au workshop qui
se tenait au château d’Arenberg qui héberge dans un
cadre exclusif l’Ecole d’Architecture de Louvain. Un
charactéristique particulièrement positif de ce
workshop était l’omniprésence du dialogue. Il est
vrai que dans toutes les écoles d’architecture les
ordinateurs font partie intégrale de la vie et du
travail quotidiens. Mais que ceux-ci soient intégrés
dans l’atelier d’architecture n’est pas évident et les
raisons en sont d’ordre pragmatique.
Certaines écoles ont tendance à trop fragmenter le
curriculum, ce qui se traduit sur le plan des
enseignants et sur le plan budgetaire: quand la vision
de l’enseignement est fragmentaire et non globale il
est clair que la mise en place de «spécialités» au sein
d’un atelier assisté par ordinateur(s) a pour
conséquence une augmentation des coûts soit sur le
plan des appareils soit sur le plan des effectifs.
Nous savons tous que les ateliers se caractérisent par
des effectifs importants parce qu’ils occupent une
place centrale dans la formation des futurs
architectes. Pour cette raison il paraît d’autant plus
important d’envisager une mise en profit commune même à distance: open et distance learning, videoconferencing etc. sont des notions à retenir.
La question se pose si l’enseignement de la CAO dans
l ‚atelier n’est vraiment que l’enseignement de
certaines techniques ou s’il ne devrait être qu’une
part intégrale de l’offre de l’atelier. Dans ce contexte
il faut être conscient que l’évolution des fondements
didactiques pour la mise en oeuvre de la CAO dans
la formation des architectes n’est pas encore arrivé à
son terme. Bien que l’on a entre les mains des
preuves pour ce que l’on promet («de meilleurs
projets») il faut cependant admettre que «CAO au
Reports/Rapports
However, the heydays of a “CAAD in Wonderland”
are gone for good.
pays des merveilles» est un propos historique qui n’a
rien à voir avec l’époque actuelle.
The general interest in reflecting on possibilities
and restrictions of analogue and digital techniques
was striking. A question left unresolved is whether
the term “digital” finds its counterpart in
“analogue”. The man-machine interaction surely is
heavily involved. In other words, the interaction of
“hand and brain” remains a highly topical matter
amongst the participants (i.e. the hand drawing or
the physical model production, the so-called
“mastering by hand”). Another question debated
was whether the “physical” finds its contrasting
match in the “virtual”. Without wanting to make
an unsatisfying compromise, it seems that the
combination – or rather repeated alternating
virtual-physical-virtual-physical-etc. – might prove
wise as methodical approach. It might be very
confusing to specify traditional working methods
and their integration within current technology as
a meaningful way forward. What remains is the
search for the medium (or combination of media)
to clarify the idea-finding process.
Un phénomène particulièrement intéressant était que
durant toute la manifestation on était prêt à la
réflexion: réflexion sur les possibilités et restrictions
des techniques analogues et digitales. On n’a pas
réussi à donner une réponse à la question qui était de
savoir si «l’analogue» était l’antonyme de «digital»,
car dans les deux cas c’est l’interaction entre
l’homme et la machine qui est essentielle. Les
participants se sont rendus conscients que la
coopération «main et cerveau» était toujours de
grande actualité (p.ex. le «mastering by hand»
quand il s’agit de dessiner avec la main ou de
construire de ses propres mains un modèle). Il s’est
posé aussi la,question si «le physique» a comme
antonyme «le virtuel». De relier les différents
éléments ou même de les altérner (virtuel-physiquevirtuel-physique etc) ne serait pas un mauvais
compromis, mais une nouvelle approche méthodique,
car il s’agit de chercher (et de trouver) le médium
(ou la combinaison de média) qui rend plus
transparent l’idée qui est derrière le projet.
Printed “pre-proceedings” were furnished at the
beginning of the workshop, with the intention of
integrating comments into the final proceedings.
To solicit contributions, a www-based entry form
encouraged participation and allowed entry of all
contributions into the Internet. The wide variety
of approaches from differing points of view made
for a satisfactory spectrum of ideas. Moreover, it
was assumed that all workshop participants would
look into the submitted contributions prior to the
workshop, thus allowing for more discussion time.
(The printed Proceedings can be ordered at the
EAAE secretariat.)
Des «préproceedings» ont été mis à la disposition des
participants au workshop. Nous envisageons de
rédiger des commentaires et d’arriver ainsi aux
proceedings définitifs. En ce qui concerne la sélection
des rapports on a opté pour un vote sur base www.
Après que la sélection s’était faite, tous les rapports
ont été déposé dans l’internet. On était parti de
l’hypothèse que tous les participants au workshop
étudieraient ces rapports avant la réunion et que l’on
aura ainsi suffisamment de temps pour la discussion.
(Les proceedings imprimés sont à retirer auprès du
secrétariat EAAE.)
Though the organization of a workshop calls for a
great amount of effort, a repetition every few years
– hopefully not as late as 2009 – would be more
than welcome. If this is to take place at Leuven or
on a Greek island as stimulating background is to
be left to the future. In the meantime, the number
of “representable” studio projects is bound to
increase considerably, thus encouraging collection
in a databank.
Last but not least, special attention is to be drawn
to some remarkable EAAE-publications of joint
origin, e.g. the National Reports on Education
with synopsis and an EAAE-Index with the
informative facts of membership and the
association as such. This meaningful initiative
eCAADe
eCAADe (Education in Computer Aided
Architectural Design in Europe) is a non
profit making association of European
Schools of Architecture with a history
that goes back over 18 years. The
purpose of eCAADe is to promote the
sharing of ideas and collaboration in
matters relating to Computer Aided
Architectural Design Education and
Research.
The eCAADe region covers both Europe
as well as Western Asia, Middle East and
North Africa. It works in collaboration
with its sister organisations in North
America (acadia), Asia/Australia (caadria)
and South America (sigradi). This way
we aim to share experience and ideas in
a way that will benefit the CAAD
teaching and research community.
(Announcement for the next meeting in
Liverpool on page 10 of this News Sheet.)
information
www.ecaade.org
the author
Dr. Bob Martens
([email protected])
Associate Professor
Head of Dept. for Spatial Simulation
(Full-Scale Laboratory)
Vienna University of Technology
Karlsplatz 13/2561
A-1040 Wien, Austria
tel ++ 43/1.58801-25620
fax ++ 43/1.5041147
http://info.tuwien.ac.at/raumsim/
Même si l’organisation d’un workshop demande
beaucoup d’effort, il serait souhaitable que notre
rencontre à Louvain trouvera une suite (Nous
espérons que cela se fera avant l’an 2009!) soit à
Leuven soit sur une île grecque. Nous sommes
convaincus que le nombre de projets CAO en atelier
aura augmenté et qu’il sera sage de les collectionner
sous forme de banque de données.
Pour terminer il faut retenir que certaines des
publications EAAE intéressait beaucoup le public,
notamment les «National Reports on Education» et
l’indice EAAE . Il serait souhaitable sie eCAADe
suivrait ce modèle. •
—Bob MERTENS, Président eCAADe
5
News Sheet 53 February/Février 1999
Reports/Rapports
The Leuven Workshop: Impressions and Inspirations
Computers in Design Studio Teaching
Joint EAAE-eCAADe International
Workshop in Leuven/Belgium
13–14 November 1998
Les Ordinateurs et les Ateliers
d’Architecture
Workshop International AEEA et eCAADe
à Louvain/Belgique
13–14 Novembre 1998
The basic reference frame of architectural
education seems to derive from the fin de siécle
feeling that permeates current architecture. The
mixture of self-indulgence, uneasiness, eclecticism
and uncertainty increases the complexity of any
discussion on the structure and role of academic
teaching and research. In some areas this is further
complicated by ongoing social and technological
developments. One such area, computer aided
architectural design (CAAD), is feeling the
pressure of the democratization of the computer.
The wide availability and affordability of
computing power, as well as the plethora of
computer applications in popular areas such as
entertainment, are challenging the near monopoly
of specialized academics to the transfer of
computing knowledge and technology to
architectural design.
The most common reaction to this challenge has
been the integration of CAAD in designing. This
means that the computer is being transformed
from an isolated specialist subject to a neutral
technology, as natural to the design studio as
analog drawing and modeling facilities. Integration
of design and computing has been a popular
subject in CAAD conferences over the past few
years. In these the problem was mostly addressed
from the viewpoint of the CAAD specialists and
primarily with respect to their worry of being
superseded.
The International Workshop on Computers in
Design Studio Teaching, jointly organized by the
EAAE and the eCAADe at Leuven, Belgium, on
November 13-14, 1998, focused on the same
problem but managed to apply two basic changes
to the discussion framework. The first was that,
even though the workshop presupposed some
computing background, its participants included
both CAAD and design teachers. The former were
numerically in the majority and the tone of the
workshop was not for the uninitiated, but it
managed to stay clear of technical trivia.
Approaching the problem from a dual viewpoint
was not only refreshing but also instrumental to
the second difference of the Leuven workshop to
prior discussions, concentration on design studio
teaching and the applicability of computing to it.
Thankfully participants were spared grand
schemes to reforming architectural teaching.
Instead, they were presented with localized
problems and solutions, mostly deriving from
specific cases and environments. The resulting
bottom-up approach facilitated focused discussion
and promoted mutual understanding and general
News Sheet 53 February/Février 1999
6
agreement, at least concerning fundamental issues.
In this fruitful environment, it became soon
obvious that the traditional CAAD course that
concentrated on the theoretical principles and
technical aspects of design computing is moving
towards the design studio, as its emphasis shifts
from computing to designing. From the other end
of the spectrum the design studio is also accepting
and absorbing an increasing number of computing
technologies. In most cases labeling a course as a
CAAD or a design studio merely reflects the
teachers’ preoccupations and background, as well
as the fixedness of a teaching curriculum. In most
cases the combination of design and computing
knowledge in the teaching staff is achieved
through teamwork. The cohesion of the team is a
paramount factor to the success of a course.
Common interests transpire to form the initial
bond but without long-term collaboration in
research and teaching it is difficult to see how
attractive concepts can grow into vehicles for
improving architectural design education. By
comparison, courses given by teachers equally
versed in design and computing, tend to have an
unambiguous identity. Unfortunately this is paired
by fixation on specific, frequently marginal or
abstract issues.
The emerging picture of the all-new, computerized
design studio is usually colored by optimism
concerning the contribution of the computer.
However, integration carries inherent dangers. The
most obvious is that the studio structure reduces
the computer to an efficient production tool for
visualization. This frequently leads to superficial
applications that replicate rather than question
and improve current practices. Advanced
applications, especially in the area of analysis and
evaluation, are largely ignored in an unconscious
attempt to meet the expectations of students, naïve
colleagues and administrators. As a result, the
technical side of CAAD is often reduced to basic
computing skills. Questions of relevance and
suitability to the design process and design quality
or performance are left implicit. Such questions
relate to another inherent danger of current forms
of integration, disregard for the theoretical and
methodical component of CAAD. This may be a
logical consequence of CAAD attempts to
challenge traditional design thinking and in many
cases does justice to the improvised and
prescriptive character of CAAD approaches. Still,
the links between computation and cognition, as
well as the corpus of worthwhile computational
design studies, are reasons enough for new forms
of CAAD teaching that complement the
computerized design studio. •
Reports/Rapports
... more impressions
For an American, any visit to Europe is an
architectural delight, but my visit to Leuven was a
special treat. Not only is the town and its more
than 500 year old university an instructive example
of the emergence of northern Europe’s power, but
Castle Arenberg, the home of the School of
Architecture at Katholieke Universiteit, is itself a
living illustration of the architectural history of the
region. Added to this was the generous hospitality
of our hosts, Prof. Hermann Neuckermans and his
staff, who went far beyond the customary efforts of
conference sponsors to introduce their guests to
the architectural history of both Leuven and
Brussels. But our primary purpose was to discuss
the role of the computer in the architectural design
studio, the central focus of architectural education.
The Workshop on the Computer in the Design
Studio was the first international meeting on the
question which, while the computer has quietly
infiltrated almost all aspects of professional
practice, remains the flash point of academic
disputes about the role of the computer in
architectural design. We owe thanks to the School
of Architecture of Catholic University for their
efforts to bring this issue to forefront of
discussions on the future of architectural
education.
The conference participants represented two
responses to the challenge of the organizers: those
who described their own experiences teaching
studio classes using computers, and those who had
either participated as the “computer jock” in a
team teaching context or had observed and
commented from outside the studio. What I found
most disturbing was the fact that a number of
institutions had created what seem to me arbitrary
distinctions between “designers” and “computer
technicians”, and had codified these distinctions
within the studio. Some of our more gifted and
innovative thinkers have thus been prejudged and
confined in their teaching when their contribution
could much broader.
several (and one expects, a growing list) of excellent
projects whose quality in no small measure derives
from their utilization of computer techniques.
Frank Gehry and Preston Scott Cohen in particular
come to mind. The most glaring omission as a
central focus, however, was a discussion of the
potential impact of robotics and building
automation. This was not surprising, though, since
there is a general lack of appreciation of the role of
building technology in driving design development,
independent of considerations of computers.
Workshop in Leuven
(speaking, Prof. Herman Neuckermans)
However, several interesting papers were presented:
The keynote speech by Prof. Gerhard Schmitt of
the ETH in Zurich showed some novel
mechanisms for data representation, and presented
a controversial alternative to the notion of
individual authorship. Prof. Stephen Temple
(coauthored with Prof. David Matthews) and Prof.
Mark Burry all sought to correlate the computer
based design activity with hand craft; from my
point of view these represent an important
possible solution to concerns that I have myself
raised in several venues including this one. Prof.
Rivka Oxman discussed her efforts to use student
design activity on the computer to systematically
study the nature of “design thought and
representation”. Prof. Alexander Koutamanis and
Prof. Robert Flanagan with Prof. Kelly Shannon
offered some insight into the “political” problems
of introducing computers into the design studio.
The sponsors deserve our thanks for providing us
with the opportunity to begin the deliberations on
this topic. I am sure we will continue this dialog,
and look forward to some heated and enlightened
discussion. •
—George CHAIKIN/Cooper Union/New York
Relatively little was demonstrated that would make
me feel that a computer presence in the design
studio has improved the quality of the designs
produced. This is disappointing, since the “real
world” of architectural practice has produced
7
News Sheet 53 February/Février 1999
EAAE Announcements / Annonces EAAE Upcoming Events/Imminent Événements
Style and Manner in Architectural Education
33rd EAAE/Workshop in Bucharest, 26–30 May 1999
Style et Maniéré dans l‘Enseignement d‘Architecture
33éme EAAE Séminaire à Bucharest, 26–30 Mai 1999
Call for papers
Summaries of 600 to 900 words (on
hard copy and on floppy disk, Word for
Windows) should address only one of the
three sub-themes and should mention
the name and address of the participant.
Deadlines
abstracts February 15, 1999
full papers April 17, 1999
Information
33th EAAE/Workshop
Florin Radu
Institute of Architecture ION MINCU
Bucharest
Str. Academiei 18-20
70109 Bucharest
Romania
tel ++40/1. 315 54 82
fax ++40/1. 312 39 54
[email protected]
Program
Wednesday, May 26
Check in and registration
Thursday, May 27
Plenary session, welcome speeches
and lectures of special guests,
working in sessions
Friday, May 28
Working in the session
Saturday, May 29
Plenary closing session
Sight seeing tour through Brasov
Sunday, May 30
One day trip to the northern Moldavia
and Bucovina
Scientific committee
Sabine Chardonnet
Ion Lucacel
Pierre von Meiss
Alexandru M. Sandu
Nick Temple
News Sheet 53 February/Février 1999
We can hardly define the divergent stylistic drives
of this puzzling end of millennium. At the same
time, the distinct positions taken by the schools of
architecture when facing this creative diversity
allow us to question both phenomena in terms of
theory of art, as style and manners. The term of
style would rather send to a maturely accumulated
and balanced collective construction, while
manner could refer both to the individual and to
methods.
What could style mean in architectural education
and what is the ideological background that
substantiates it? Maybe, architectural education in
general finds itself in a typical mannerist period?
What could be the long term consequences? These
are only a few of the questions we can spotlight in
contemporary architectural debate.
Moreover, in this very moment, when Europe has
had the time to recover from the shock which
followed the fall of the iron curtain and to use this
experience to develop a more objective
introspection, when schools from Central and
Eastern Europe have already met Western ones,
when different educational ideologies and
developments have had enough time to
understand each other, when free cultural
exchanges and sharing experiences have developed
all over Europe, to deliberate upon the proposed
topics, common to both architecture and
architectural education seems to me more than
appropriate.
In order to focus the discussions and to stimulate
more meaningful interrogations, we have proposed
four sub-themes.
Il est difficile de définir les divergences stylistiques de
cette énigmatique fin de siècle. Il en est de même avec
les positions des diverses écoles d‘architecture. Dans
ces deux cas de divergences, en architecture et en
enseignement de l‘architecture, nous sommes
conduits à nous interroger en termes de théorie de
l’art, de style et de manière de faire.
Si la notion de style renvoie plutôt vers une
construction collective, selon une maturation par
accumulation, celle de la manière de faire porte tout
autant sur l’individuel que sur la méthode Que
signifie le style dans l’enseignement de l’architecture
et quel est l’arrière-plan idéologieque qui le fonde?
Ne trouve-t-on pas une période de maniérisme dans
l’enseignement de l’architecture? Quelles pourraient
en être les conséquences à long terme? Voilà quelques
questions provocantes qui hantent le débat
architectural.
De plus, l’opportunité de délibérer en ce moment
précis en marge de ces sujets; lesquels concernent tout
autant l’architecture que son enseignement, semble
être provoquée par les changements que subit
l’Europe à la suite de la chute du Rideau de Fer, ceci
en vue de décanter une expérience dans une
introspection objective.
Les écoles d’Europe centrale et de l’est ont eu le temps
suffisant pour recontrer celles de l’ouest. Les
différentes idéologies et pratiques relatives à
l’enseignement de l’architecture ont eu le temps de
s’entendre mutuellement. Les changements culturels
ont eu la liberté de se developper à travers l’Europe.
C’est dans cette contexte che nous avons imaginé
quelques sous-thèmes censés focaliser les débats sur
des sujets significatifs.
– Is there still an East and West in architectural
education?
– Are there identifiable models in architectural
education?
– Does theory follow practice or does practice
follow theory?
– Computer Assisted Design simply a new style in
architectural education? •
– Y-a-t-il encore de l’Est et de l’Ouest dans
l’enseignement de l’architecture?
– Peut-on mettre en évidence des modèles dans
l’enseignement d’architecture?
– Est-ce que c’est la théorie qui suit la pratique ou
l’inverse?
– Est-ce que l’enseignement du projet à l’aide
d’ordinateurs conduit à nouveau style de
l’enseignement de l’architecture? •
—Emil Barbu POPESCU, Bucharest
—Emil Barbu POPESCU, Bucharest
8
Announcements / Annonces
The Embodiment of Architecture in Digital and Electronic Time
Working Simultaneously in Virtual and Analog Space
34 th EAAE Workshops/Conference in
The Aarhus School of Architecture, Denmark.
November 1999
Architecture, regardless of whether its focus is
urban, landscape, building or industrial design,
remains rooted in the phenomenal world. Our
tools for operating within this context fall into two
categories – the analog and the electronic.
In many schools of architecture students still work
in both digital media and old fashioned analog
techniques of paper and pencil. Increasingly, many
teachers confront this issue: how to teach
architecture under changing conditions.
We build analog models in various scales and we
build virtual models without scale. What is the
meaning of this difference? Can we benefit from
this duality in experience?
From an office somewhere in Europe we produce
architectural projects in China, possibly without
ever seeing the site or the finished project. What
happens to architecture in this disjunction of time,
distance and space?
The discussions will outline the development of
society and examine parallels from science,
philosophy and art. Of course, architecture to
some extent is mirrors the dynamics of society.
Discussions could focus on the general lack of
values in society as well as architecture – where
fashion is more important than meaning; where
image is more common than space, form,
materiality and structure; and where architects
tend to legitimize their actions only within the
confines of architectural debate and not the larger
world of ideas.
Information:
Aarhus School of Architecture
Peter Kjær, Rector
Nørreport 20 8000 Aarhus C
tel ++ 45 89 36 00 00
fax ++ 45 86 13 06 45
[email protected]
Some claim that architecture may be turning into a
strategy instead of the embodiment of artistic
ideas. And in the perspective of the disjunction of
time and the challenges of virtual space, it seems
appropriate to discuss how institutions, researchers
and teachers address the evolution of architectural
education. •
The relationship between virtual space and analog
reality and the consequence for architecture and
teaching is the theme of this conference.
EAAE awards best Diploma Projects in St. Petersburg
St. Petersburg 20-26 September 1998
St. Petersburg School of Architecture and Civil
Engineering hosted the 7th International Review
Competition of the best diploma projects
specialized in Architecture and design together
with an International Conference entitled
“Architectural Education and Reality”. The events
took place between 20-26 September 1998. The
participants were Schools of Architecture from
C.I.S Countries, Russia and other European
Countries.
The events were supported locally by the
International Association of Unions of Architects,
the Interregional Association of the Schools of
Architecture Teachers, the Union of Architects of
Russia and the Union of Designers of Russia.
The EAAE in a broader framework of expending
its links with Eastern European Countries
supported the International Review Competition
with awards to the winning Diploma Projects.
Eight grants were offered to the first winners of
each category that the jury decided to classify the
projects into. The EAAE offered one year free
subscription to the Schools the Diploma Project of
which won prizes
St. Petersburg EAAE awards
The occasion gave the opportunity for further
discussion between the EAAE and representatives
of the Russian and C.I.S. Schools of Architecture.
The Council is hopeful for further and more
substantial collaboration and exchange the Schools
of Architecture of these Countries. •
9
News Sheet 53 February/Février 1999
Varia / Divers
Call for Papers—ASCA International Conference
The New City/La Città Nuova
May 29–June 2, 1999 Rome/Italy
It is appropriate that the tenth annual
ACSA International Conference, the last
of the century, will be held in Rome, and
contemplates simultaneously both il
centro storico, the historic center, and la
città nuova, the new city.
La Città Nuova will offer a diverse array
of paper sessions hosted by four
centrally-located North American
architecture programs in Rome,as well
as plenaries featuring some of the most
prominent new architects in Italy today.
In addition, the conference will offer
several sessions in Italian, highlighting
the work of local and regional educators
and practitioners.
A special exhibit of work by young Italian
designers will also be featured at the
American Academy in Rome, and local
architecture programs will be hosting an
exhibit showcasing their work
concurrently with the conference.
Featured speakers will include
– Giorgio Ciucci, Universitá degli Studi
– Diane Ghirardo, University of Southern
California
– Pippo Ciorra, Ascoli Piceno
– Francesco Cellini, Preside, Università
degli Studi
Conference co-chairs
– Katrina Deines, University of Washington
– Kay Bea Jones, Ohio State University
Information
For the most up-to-date information on
the conference, including information on
featured tours and speakers, check the
ACSA web site at
http://www.acsa-arch.org
Preliminary schedule
Saturday 29 May
– Registration at the University of
Washington Rome Center, Piazza del
Biscione 95
– Final jury presentations of the
ACSA/Otis Elevator Student Design
– Competition Urban Housing Plus, with
remarks by jurors Rasem Badran
Alvar Aalto Conference
Massachusetts Institute of Technology (MIT), Cambridge, Massachusetts/USA
October 1–2, 1999
– Ken Greenberg, Lauretta Vinciarelli,
and Otis Elevator President Steve
Page
– Opening session and reception
sponsored by Otis Elevator at the Villa
Taverna, residence of the United
Statesí ambassador to Italy
Sunday 30 May
– Paper presentation and plenary
sessions
Monday 31 May
– Paper presentation and plenary
sessions
– Rome Program Directorsí Lunch
Tuesday 1 June
– Paper presentation and plenary
sessions
– Closing reception at the Villa
Aurelia/American Academy
Wednesday 2 June
– A choice of tours will be offered;
check with ACSA for details
– advance registration required
Announcement
Themes of the Conference:
– Interpretation of the work of Aalto
– Significance of the work of Aalto today
– MIT's Baker House as architecture and
as social environment
– Social and educational impact of
student housing
– Preservation of modern architecture
Accommodation
Call or fax ACSA to obtain a listing of
affordable hotels and pensiones
convenient to the meeting venues.
Accommodations in Rome offer a wide
range of tastes and price ranges
(L.145000–L.590000), but it is best to
book reservations early to ensure
availability.
Matthew England, ACSA
tel ++1/202.788-2324
fax ++1/202.628-0448,
[email protected]
The headline title for the 17th
conference of eCAADe is "Turing to
2000". The core purpose of the
conference is to respond to the fact that
we are approaching the end of the
Millennium. The Millennium will no doubt
be a signal to many to look forward to
what the future might bring. What we
aim to do with "Turing to 200" is reflect
on where we bave been with CAAD
education and research: to review both
the major advances made and the
fruitless dead ends that have been
pursued by the CAAD community. With
this information assembled and
discussed the community should be in a
better informed position to move forward
in a way that will be most productive.
In response to this theme we are inviting
a number of keynote speakers to
consider and promote debate on how
particular aspects of CAAD education
and Research have flourished or died, as
the case may be.
We therefore invite papers on all aspects
of CAAD Education and Research, but
are looking, in particular, for authors to
relate their discussion to the historical
context of that subject area and/or to
suggest where that subject area might
go from here. We might summarize the
guidance to authors as "there are
lessons from the past that might guide
us in the future". Any potential authors
can contact the organising team for any
advice on subject area.
Focus Symposia will address the
following areas of design:
– The impact of digital technology on
the professions of the built
environment
– Computers and the urban
environment
– Algorithmic design, problem solving,
form and space
– Anticipation and creativity in design
strategies using computer technology
– Creative process in design
– Digital aspects of landscape
environments
– Computer visualisation, animation,
and simulation
Registration
Basic registration for the conference is
US$195. Check with ACSA for the latest
information and costs for Wednesday
tours. Some tours may require advance
registration. The conference registration
deadline is 19 May 1999.
ACSA
tel ++1/202.785-2324
fax ++1/202.628-0448
http://www.acsa-arch.org
Information
Stanford Anderson
Head, Department of Architecture
77 Massachusetts Avenue
MIT 7-337
Cambridge, Massachusetts 02139/USA
tel ++1/617.253-4411
fax ++1/617.253-8993
[email protected]
On 1-2 October 1999, this conference
joins in a celebration of the completion
of the careful restoration, as well as the
fiftieth anniversary, of Alvar Aalto's Baker
House at MIT. Significant architects,
critics, and historians will be invited as
participants. We will also hear from new
voices bearing innovative messages.
Turing to 2000
Call for Papers—The 17th conference of eCAADe
The University of Liverpool/UK September 15-18, 1999
schedule
28.02.1999: abstracts
30.03.1999: notification of acceptance
01.06.1999: full papers
information
eCAADe 99
University of Liverpool
School of Architecture and Building
Engineering
Abercromby Square
Liverpool L69 3BX/UK
www.ecaade.org/ecaade99
[email protected]
Digital Creativity
Symposium at the University of Greenwich, London, UK 13.-15 January 2000
The aim of this Symposium is to discuss
the integration of digital technology
within the design and formation of the
spaces we inhabit. the symposium will
bring together academics, practitioners,
researchers and students of architecture,
urban design, planning, landscape,
construction management, computer
science and artificial intelligence.
The Symposium will primarily involve
parallel presentations of papers at seven
Focus Symposia. Approaches to creative
design and the involvement of computers
in the context of the environment will be
debated through discussions, seminars
and workshops, reviewing the role of
computers in the exploration,
communication and teaching of design
ideas.
An internationally distinguished group of
professionals and academics will
generate stimulation for debate both as
keynote speakers and chairs of the focus
symposia.
News Sheet 53 February/Février 1999
10
information
www.gre.ac.uk/eds/Greenwich2000
[email protected]
[email protected]
Council/Conseil
Call for one new Council members
Appel de candidature pour de nouveaux
membre du Conseil
The EAAE Council is inviting educators of
architecture from Germany, Italy, Spain or
Portugal, to express their interest in
becoming Council members. The
applicants should write to the Council,
explaining the reasons for their
application and the contribution they can
make to the Council.
The criteria upon which the candidates
will be elected are:
– Enthusiasm and commitment
– Support from their home institutions
– Ability to speak English or French
(Ideally both)
The duties of all council members are
recurrent EAAE activities and specific
projects. Council members have the
obligation to attend all Council meetings,
which take place approximately three
times a year in convenient locations in
Europe.
Applicants who already act as school
delegates are particularly encouraged
to apply.
Applications must be posted to the
Secretary of the Association by 30 March
1999. For further information contact the
EAAE president Constantin Spiridonidis
at:
tel ++30/31.995589
fax ++30/31.995583
[email protected]
Le Conseil de l’AEEA invite les
enseignants des Écoles d’Architecture de
l’Allemagne, l’Italie, Portugal, Espagne,
intéressés de rejoindre le Conseil, de
déposer leur candidature en adressant
une lettre de motivation au Secrétariat de
l’AEEA.
Les critères pour l’élection des candidats
seront:
– L’enthousiasme, la disponibilité et la
capacité de remplir cette mission.
– Le soutien matériel de leur institution
d’origine.
– La maîtrise du français ou de l’anglais
(mieux des deux langues).
Les tâches des membres du Conseil
concernent le développement des
activités régulières de l’AEEA ou des
projets spécifiques. Les membres du
Conseil sont obligé(e)s de participer aux
réunions du Conseil qui ont lieu
approximativement trois fois par an.
Des personnes qui sont déjà délégués de
leurs école sont particulièrement
encouragées de déposer leur
candidature.
Les candidatures doivent être envoyées
au secrétariat de l’Association avant le 30
Mars 1999. Pour toutes informations
supplémentaires vous pouvez contacter le
Président de l’Association Constantin
Spiridonidis:
tel ++30/31.995589
fax ++30/31.995583
[email protected]
Council Members/Membre du Conseil
CHARDONNET, Sabine
14 rue du Béarn
F-92210 Saint-Cloud/FRANCE
tel ++33/1.46022505 (prof.e privé)
fax ++33/1.46021387 (prof.)
fax ++33/1.49279954 (école)
VAN DUIN, Leen
Delft University of Technology
Faculty of Architecture
Berlageweg 1
2628 CR Delft/THE NETHERLANDS
tel ++31/15.2 785957
fax ++31/15.2 781028
[email protected]
SCHULTZ, Anne-Catrin
Universität Stuttgart
Städtebau-Institut, Keplerstr. 11
D-70174 Stuttgart/ALLEMAGNE
priv ++1/415.346 5432
fax ++1/415.885 7135
[email protected]
SPIRIDONIDIS, Constantin
Université Aristotelienne de Thessaloniki
Ecole d´Architecture
Bte. Universitaire 491
GR-54006 Thessaloniki/GREECE
tel ++30/31.995589
fax ++30/31.995583
[email protected]
HARDER, Ebbe
Royal Danish Academy of Fine Arts
School of Architecture
Holmen
1433 Copenhagen/DENMARK
tel ++45/32.686000
fax ++45/32.686111
Sécretariat permanent
EAAE/AEEA Secretary
MOUZON, Nicole
Monday 9h am to 5h30pm
Tuesday 9h am to 5h30pm
Unité d’Architecture
Place du Levant 1
B-1348 Louvain-La-Neuve/BELGIQUE
tel ++32/10.451558
fax ++32/10.452809
[email protected]
NEUCKERMANS, Herman
KUL-Dpt. of Architecture
Kasteel van Arenberg
B-3001 Heverlee/BELGIQUE
tel ++32/16.32 1361
fax ++32/16.32 1984
herman.neuckermans@
asro.kuleuven.ac.be
Charges de Mission
MABARDI, Jean Francois
(data bank, summer school)
Université Catholique Louvain
Unité d’Architecture
Place du Levant 1
B-1348 Louvain-La-Neuve/BELGIQUE
tel ++32/10.234949
fax ++32/10.234949
[email protected]
POPESCU, Emil Barbu
Head of Deparment
Institute of Architecture Ion Mincu
Str. Academiei 18-20
Sector 1
70109 Bucarest/ROUMANIE
tel ++40/1.3139565
++40/1.3155482
fax ++40/1.3123954
2nd EAAE/ARCC (Architectural Research Centers Consortium)
Conference in Paris and La Tourette/France
4–8 July 2000 (Preliminary Announcement)
The second EAAE/ARCC meeting
confronting the meaning of architectural
research and debating the concept of
architectural theory. How does
architecture stand as a discipline?
The meeting will start on the fourth of
July 2000 in Paris and continue in La
Tourette from the fifth to the eighth of
July. At this occasion, guest speakers will
review the state of the art (main streams
and trends in architectural research).
Further details and a call for papers will
be announced in the next issue of the
EAAE news sheet.
11
News Sheet 53 February/Février 1999
EAAE Calender
AEEA Calendrier
1999
04 – 06 02
26 – 30 05
2000
04 –08 07
Architecture and Engineering
The teaching of Architecture for
multidisciplinary Practice
Entre l’Architecture et l’Ingenieur
L’enseignement à la recherche d’une pratique
pluridisciplinaire
17th EAAE Conference in Plymouth, University
of Plymouth, School of Architecture,
Devon/United Kingdom
17éme AEEA Conference à Plymouth, University
of Plymout, School of Architecture,
Devon/United Kingdom
Style and Manner in the Architectural
Education
Style et Maniéré dans l’Enseignement
d’Architecture
33nd EAAE Workshop in Bucharest/Romania
33éme AEEA Séminaire à Bucharest/Romania
2nd EAAE/ARCC (Architectural Research
Centers Consortium) Conference
2éme EAAE/ARCC (Architectural Research
Centers Consortium) Conference
Paris and La Tourette/France
Paris et La Tourette/France
Contributions to EAAE News Sheet
Contributions AEEA News Sheet
EAAE News Sheet Anne-Catrin Schultz
Universität Stuttgart
Städtebau-Institut, Keplerstr. 11
D-70174 Stuttgart/ALLEMAGNE
fax ++1/415.885 7135
[email protected]
EAAE interactive
www.eaae.be
Contributions to the News Sheet are always welcome, and should
be sent to the editor, who reserves the right to select material for
publication. Contributions might include conference reports, notice
of future events, job announcements and other relevant items of
news or content. The text should be available in French and
English, unformatted, on either disk or as an email enclosure.
Deadlines are announced in the News Sheets.•
NEWS SHEET deadlines
#54 (02.1999), april/avril 01/99
#55 (03.1999), august/aout 01/99
News Sheet 53 February/Février 1999
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Des contributions au News Sheet sont toujours bien vues. EIles
doivent être envoyées à l'éditeur, qui décidera de leur
publication. Contributions d'interêt sont les suivants: rapports
des conférences, évenements à venir, offre de postes ouvertes,
et d'autres nouvelles en bref sur la formation architecturale. Les
critéres à suivre sont: Les textes doivent être en Français et en
Anglais, en forme d'un document de texte non formaté, qui peut
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disquette. Les dates limites sont publiées dans le
News Sheets.•